Purpose This study aims to assess the digital literacy of African library and information science (LIS) professionals. Digital literacy skills are required in the digital library environment. Design/methodology/approach Relevant literature was reviewed on this topic; previous study questionnaires, various university LIS curriculum, content analysis and job advertising were used for preparing the survey questionnaire. This study used an ex post facto research design. Purposive sampling was adopted in this study, and data were collected from Google form by sharing the research questionnaire by hyperlink which was undertaken from March 15, 2022 to May 24, 2022. The data were collected by a structured questionnaire. A four-point Likert scale was used to measure how library professionals acquired digital literacy skills. Content analysis of more than 500 job vacancies over the past three years (2018–2022) of library job advertisements was taken randomly. Findings This study’s findings show that the majority of the good at basic level of digital literacy skills at the same time have less in advanced digital literacy skills. The finding of this study shows the majority of them have to upgrade and learn about advanced digital literacy skills. Practical implications This study recommends adopting a new syllabus and updating a LIS curriculum based on the library’s technological development. Furthermore, this study’s potential result suggests more practical classes instead of theoretical study and it is useful to the library schools, associations, MOOC providers and lifelong learners. Originality/value This study is conducted with 102 African library professionals from 13 countries. This study discusses futuristic digital literacy skills and basic literacy skills. This study is beneficial to those who are preparing a new curriculum in LIS fields.
Stored only when both papers are in the corpus — 28 citations exist upstream.